► This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught…
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▼ This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.

► Puppetry is a global communication device that has enabled modern culture to address the moral, ethnic, and educational needs of today’s children. Puppets are…
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▼ Puppetry is a global communication device
that has enabled modern culture to address the moral, ethnic, and
educational needs of today’s children. Puppets are a multicultural
art form as well as an effective teaching tool. The strength of
puppetry is the interactive quality between students, teachers, and
audiences. Using puppets enables the teacher to cross social,
economic, gender, and political barriers. Puppets have been used to
teach in ancient history as well as today’s educational system.
I am often asked, “Why do you choose to use
puppets in your teaching?” My answer to this question is that
limited research has been done in the use of puppetry in the
classroom including lesson planning through assessment. I am an
expert puppeteer. From this expertise, I have developed teaching
methods using puppets. In this study, I will demonstrate how
puppetry arts can be used in the classroom as well as other
educational settings. I will use examples of my own artform in
puppetry to develop personal communication skills, collaboration,
and self-esteem. It is possible to teach every student in any
situation with this fine art called
puppetry.
Advisors/Committee Members: Daniel, Vesta (Committee Chair).

► In this body of work I explore the changing qualities of nature and I strive to represent these subtle qualities in my earthy patinas…
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▼ In this body of work I explore the changing qualities of nature and I strive to represent these subtle qualities in my earthy patinas and brightly enameled pieces. My work examines how the elements affect our natural world and how changing seasons and the passing of time causes humankind to change shape, and grow. I also strive to honor our natural world and my jewelry pays homage to nature and it’s transformative elements.
Advisors/Committee Members: Baldus, Clar M. (supervisor).

► This dissertation is both a philosophical inquiry and series of case studies that explore how artists’ practices navigate and negotiate the forces and intensities of…
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▼ This dissertation is both a philosophical inquiry and
series of case studies that explore how artists’ practices navigate
and negotiate the forces and intensities of chaos and the
structuring order of the world to create the conditions for the
emergence of something new in the artmaking process. The
philosophical inquiry is rooted in Gilles Deleuze and Felix
Guattari’s concepts related to the encounter, both as a radical
perspective on the emergence of thought, and as a concept to be put
to work to create a new terrains of thinking through artmaking. As
a case study, this dissertation examines the artist practices of
Tehching Hsieh and Nina Katchadourian, as well as a self-reflective
inquiry on my own practice as an art student several years ago.
These practices are approached as art-based counterparts through
two philosophical paths. Deleuze’s early writing conceptualizes a
first power of thought as a pre-subjective emergence through the
encounter. In his later writing with Guattari, Deleuze turns to the
encounter as generative nomadic process which emerges as a
productive, paradoxical engagement of territorializing and
deterritorializing assemblages that gives rise to new expanses of
thinking through which creation and learning takes form as
artmaking. The philosophical inquiry takes form through the various
conceptual entwinements of the nomadic encounter in analyzing the
artist practices in the case studies, which in turn raises
questions surrounding how art educators might consider the
implications of these processes in creating a milieu through which
new mindsets might emerge for teachers and students to experiment
with these concepts through artmaking. The primary thesis of this
study is that artists and teachers are constantly struggling to
create new terrains of thinking through artmaking in the face of
the various systems and structures that reinforce a dogmatic image
of thought and constrains the movements and flows of creative
transformation. As such, this study looks toward a new nomadic
milieu of arteducation, through which the subjectivity of teachers
and students are co-constituted through an experimentation through
the lived experience of artmaking—one that reconfigures a teaching
and learning environment that is always on the lookout to disrupt
our habits of thought, and avoiding adherence to predetermined
outcomes in artmaking.
Advisors/Committee Members: Walker, Sydney (Advisor).

► The purpose of this dissertation was to examine how I can facilitate experiences with art that promote "productive ambiguity," or the ability to transform…
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▼ The purpose of this dissertation was to examine how I can facilitate experiences with art that promote "productive ambiguity," or the ability to transform tensions that disrupt our current understandings into opportunities for personal growth. Ambiguity becomes productive when our encounters with difference stimulate curiosity, imagination, and consideration of new possibilities and perspectives. While employing a multi-methods practitioner inquiry that combined elements of action research, autoethnography and arts based research, I addressed the following questions with a voluntary group of fifth grade research participants: How can I facilitate experiences with art that promote productive ambiguity? How do my students interact with the various visual content and instructional strategies that I develop and implement? How might these interactions inform my future teaching practice, and how does my own reflective visual journaling process inform my research? In addition to employing reflective sketching to document and analyze data, I also presented research findings in the form of a visual research narrative. My analysis of research findings produced the following teaching strategies for facilitating meaningful experiences with art that promote productive ambiguity: (a) Use an inquiry approach to instruction as much as possible in order to position students to actively navigate the space between the known and unknown while seeking fresh understandings rather than passively accepting new information. (b) Explore how new concepts or themes relate to students' lives in order to situate unknowns in relation to their present knowns. (c) Aim to balance structure, flexibility and accountability while developing and implementing curricula. This promotes productive ambiguity as both teachers and students negotiate their pre-conceived ideas or plans and push themselves to respond to challenges encountered within their immediate environment. (d) In order to avoid unnecessary confusion, explicitly state that students should takes risks while generating new ideas rather than identifying a pre-existing solution. (e) Finally, ask students to identify why skills and knowledge generated during these activities are valuable in order to promote meta-cognition of how this ambiguous space can become more productive. In addition to these practical findings, research participants agreed that sharing their interpretations of visual phenomena with one another enabled them to understand each other better. I also discovered the ways in which productive ambiguity emerged in the spaces in between my teacher/researcher/artist roles when I perceived challenges as prospects for personal transformation. As a whole, this dissertation exhibited how relational aesthetics and arts based research theories translated into my elementary art classroom practice while simultaneously integrating these concepts into the research study design and presentation.

► The qualitative case studies focused on four students enrolled in high school beginning art classes who were motivated to produce artwork outside of class…
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▼ The qualitative case studies focused on four students enrolled in high school beginning art classes who were motivated to produce artwork outside of class but did not engage with the class art projects. Each of these four subjects produced personal artwork outside of the school that differed from art produced for assignments in class. The study explored the motivation and work habits of these subjects. The study utilized observation of in class student work habits and behavior, and analyzed both in class and personal art work. Data was gathered from three sources: observations of students while they worked in class, the personal and class artwork of students, and interviews with students. The study arrived at common themes and issues in these students' work.

► For a visual arts teacher at the secondary level, student engagement was much higher for hand-created imagery than for imagery created with the computer.…
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▼ For a visual arts teacher at the secondary level, student engagement was much higher for hand-created imagery than for imagery created with the computer. <i>Art and Technology's Impact on Creativity</i> is a case study exploring the influence hand-created and computer-created imagery had on student engagement. Engagement is linked to creativity. Engagement levels were measured using Self Determination Theory's antecedents to engagement; autonomy, competence, and relatedness. Data showed higher levels of autonomy, competence, and relatedness came from hand-created imagery. A review of the literature encompassing interdisciplinary theories from noted scholars in evolution, anthropology, neuroscience, media ecology, and creativity provide insight into the nature of hand-brain processes on student engagement and creativity; work involving the hands is the underrated link to higher levels of student engagement.

► This thesis is an action research study that explored effects of incorporating drum circles and shamanic journeys into a middle school art project. The…
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▼ This thesis is an action research study that explored effects of incorporating drum circles and shamanic journeys into a middle school art project. The participants consisted of two 7th grade middle school art classes in an urban middle school setting. The researcher chose a mask making project that she had previously administered over a 13-year period. Data collection included the researcher's observations of student behavior and comments, with focus on differences from previous years' projects. Data gathering also consisted of students' written journal entries, pre/post survey forms, and exit evaluation forms. Students participated in drum circles and a shamanic journey concurrent with working on their masks. Study results suggest value in further exploration of such non-traditional approaches to help meet adolescent needs and to increase sense of community, confidence, engagement, creativity and teamwork in the art classroom.

► This study undertakes the challenging and imperative task of making connections and finding trends between what arteducation teaches and how these skills, abilities…
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▼ This study undertakes the challenging and imperative task of making connections and finding trends between what arteducation teaches and how these skills, abilities and thinking patterns translate into the workplace. The arts, traditionally viewed as "special" or "extra" subjects in the school system, are not only teaching students important aesthetic skills, but also enabling students to learn and apply significant 21st century proficiencies needed and desired in the current and future workforce. Evidences of how arteducation enhances workplace readiness for a competitive global market are necessary to justify the arts in school and bring awareness to the community, school board members, leaders and policy makers. Many studies have been conducted exploring what arteducation teaches, the importance of art on student learning and development and skills needed for attaining jobs in a variety of enterprises. After reviewing these studies to gain insight on past and current research findings, relationships between arteducation, learned skills and abilities, student achievement, the workforce and the development of a thriving community were noted. A voluntary survey was distributed to the most successful businesses in Wake County, identified by the Wake County Chamber of Commerce, to reveal connections between individuals' art experiences and career choices and needs. Data collected was then organized, analyzed, and interpreted by the researcher. This study goes beyond the traditional research focus and attempts to weave all of these elements together and create a comprehensive overview eliciting how individuals' arteducation influenced their selection and preparation for their chosen profession and what relationships can be made between arteducation and the workplace. The outcomes of the study revealed several significant conclusions. According to the results of the survey, arteducation experiences teach a variety of skills and abilities that are used often in many creative and non-creative industries. The majority of participants were involved in industries considered non-creative such as accounting/finance, administration, construction, and real estate and indicated that creative aptitudes and 21st century skills were needed for their work. Visual imagery proved to be a major component of the workforce regardless of level or position within a company, however participants had to rely on their pre-employment art experiences as only two respondents received art or design training within their company. In conclusion, this study found immense data proving the need for high quality art experiences in order to prepare students for the workplace.

► The purpose of this qualitative research study can be divided into two parts: 1. The assessment of the current relevance and accessibility of district-approved…
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▼ The purpose of this qualitative research study can be divided into two parts: 1. The assessment of the current relevance and accessibility of district-approved art curriculum in low-income third grade classrooms. 2. The suggestion of methods of instruction that will benefit student, teacher, and administration. The suggestions will include methods of training and professional development that will lay the foundations necessary to provide instruction in the district-approved art curriculum without the need of an individual art specialist. The suggestions will also include a pilot unit of instruction that will empower elementary multiple subject teachers to teach art in a self-contained elementary classroom. This study may be able to provide resources and insights into the need for and implementation of relevant and accessible visual art curriculum. Findings from this study can benefit student, teacher, and administration in regards to relevant and accessible visual art curriculum in low-income third grade classrooms.

Christensen, S. B. (2012). A study of the relevance and accessibility of district-approved art curriculum in low-income third grade classrooms. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1517605

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Christensen SB. A study of the relevance and accessibility of district-approved art curriculum in low-income third grade classrooms. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Feb 22].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1517605.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christensen SB. A study of the relevance and accessibility of district-approved art curriculum in low-income third grade classrooms. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1517605

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The highly differentiated and culturally defined creative disciplines we call the arts are embodied processes of cognition metaphorically constructed over time from biological origins that…
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▼ The highly differentiated and culturally defined creative disciplines we call the arts are embodied processes of cognition metaphorically constructed over time from biological origins that serve to distinguish an understanding of self in relation to other, construct meaning, and elicit multiple possible solutions for future action. Put another way, art making is a natural, embodied engagement with the tools and materials in the immediate environment to create understanding and construct meaning for one’s self in relation to one’s world.
In this instrumental case study, interviews, artwork, artifacts, journals, participant websites, and professional reflection inform a phenomenological investigation into the purposes, cognitive processes, and constructed meanings evidenced in particular instances of art making over a three year period by one high school / college student. Implications from the data inform theories of learning, curricula in art and education, and pedagogy.
Advisors/Committee Members: Tracie Costantino.

12.
Hadjineofytou-Panagiotou, Polymnia.
The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group.

► <i>Purpose:</i> Arts education has been included in the Cypriot school curriculum. The importance of arts education is therefore a major curricular objective. It is…
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▼ <i>Purpose:</i> Arts education has been included in the Cypriot school curriculum. The importance of arts education is therefore a major curricular objective. It is used as one of the most widespread methods of experiential learning. The purpose of this research was to investigate the relationship among arts education and social-emotional variables of empathy, trait EI, strengths and difficulties as well as the changes on these variables between arts and no arts groups in the five state schools of Cyprus, gathering B' Lyceum students as samples. The significance of this issue proved the necessity for immediate and effective changes in the educational system of Cyprus. <i>Methods:</i> The study employed quantitative research methods. Data collection was achieved including the use of questionnaires in two time periods. The target population of this study was B' Lyceum students in the state schools of Cyprus. Purposeful sampling was used and the final sample selected for the statistical analysis was 589 at the beginning and at the end of the school year was 552 cases. <i>Findings:</i> Based on the analysis there is a significant change of empathy (affective) between time one and time two. Moreover, the degree of change is not significantly different between the "arts" and "no arts" group nor if there is a significant change of trait EI between time one and time two and also between the "arts" and "no arts" group. In addition, a significant change of strengths and difficulties was noticed between time one and time two (for conduct, hyperactivity, total SDQ). <i>Implications:</i> This study suggested that the current educational system in Cyprus must be revised on pedagogy regarding curriculum and further research. The Cypriot curricular of arts education must incorporate methods of experiential learning, revise teaching methods in order to cultivate empathy, trait EI, and strengths and difficulties. This study showed that most of the students who chose arts education faced conduct and hyperactivity problems. According to the findings, students who chose arts education usually face conduct or behavioural problems and arts education is a way to activate multiple intelligence.

Hadjineofytou-Panagiotou, P. (2014). The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group. (Thesis). Saint Louis University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3636584

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hadjineofytou-Panagiotou, Polymnia. “The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group.” 2014. Thesis, Saint Louis University. Accessed February 22, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=3636584.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hadjineofytou-Panagiotou, Polymnia. “The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group.” 2014. Web. 22 Feb 2019.

Vancouver:

Hadjineofytou-Panagiotou P. The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group. [Internet] [Thesis]. Saint Louis University; 2014. [cited 2019 Feb 22].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3636584.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hadjineofytou-Panagiotou P. The relationship among empathy, trait emotional intelligence, strengths and difficulties and the changes of these variables between an "arts" and a "no arts" group. [Thesis]. Saint Louis University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3636584

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

The Florida State University

13.
Kang, Yoonjung.
Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for arteducation.

► Today's societies are becoming ever more culturally diverse. A traditionally mono-cultural society, South Korea is in the midst of remarkably rapid changes that have…
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▼ Today's societies are becoming ever more culturally diverse. A traditionally mono-cultural society, South Korea is in the midst of remarkably rapid changes that have made cultural diversity a widely discussed topic in education and many other fields. Though art educators in South Korea have adopted some of the longstanding multicultural approaches developed by other countries, cultural diversity issues in South Korean society must be examined in the context of the country's unique history and cultural values. Based on the assumption that art reflects life, this study used a pragmatically grounded contextual art criticism model to examine art dealing with cultural diversity by three South Korean contemporary artists whose work may function as a barometer of our social and cultural climate. For the data collection, the researcher takes a role as the critic and three artworks from each of the selected three artists were chosen as research objects. The works of the three participating artists were carefully and critically analyzed in their authentic context including document examination and personal interview. The critical analysis revealed several themes related to increased cultural diversity in South Korean society today: the influence of media on cultural understanding, a self-centered view of culture, less access to authentic traditional culture, missing the uniqueness and originality of local culture, generalization and prejudice vs. individuality, and multicultural groups in South Korean society. Though the role and the direction of the gaze may differ for each of the artists studied, all share the conviction that art can change society. Because arteducation is a means to this end, implications for arteducation are included for those who wish to meaningfully incorporate cultural diversity issues in South Korea classrooms. The findings of the study and their analysis point to the ways art can function as a mirror and window on today's culturally diverse societies in South Korea and many other places in the world.

Kang, Y. (2014). Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for art education. (Thesis). The Florida State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3638016

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kang, Yoonjung. “Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for art education.” 2014. Thesis, The Florida State University. Accessed February 22, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=3638016.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kang, Yoonjung. “Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for art education.” 2014. Web. 22 Feb 2019.

Vancouver:

Kang Y. Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for art education. [Internet] [Thesis]. The Florida State University; 2014. [cited 2019 Feb 22].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3638016.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kang Y. Art as a mirror and window on cultural diversity in South Korea| A critical analysis of artworks by three contemporary artists with implications for art education. [Thesis]. The Florida State University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3638016

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

14.
Hetrick, Laura J.Representations of the Changing Face of the US: A Critical
Interpretation of Multiracial Advertisements in Seventeen
Magazine.

► This thesis explores the critical interpretation of advertising and its use of multiracial individuals through the examination of advertisements in the popular teenage girls' magazine,…
(more)

▼ This thesis explores the critical interpretation of
advertising and its use of multiracial individuals through the
examination of advertisements in the popular teenage girls'
magazine, Seventeen. The purpose of this research is to look at the
ways multiracial individuals are represented in the advertisements
and to interpret the images through a combination of ideas from
critical race theory and the critical interpretation of
advertising, embedded within visual culture in arteducation. This
research study critically examines three of the twenty-one
advertisements that were personally discerned to involve
multiracial individuals.Looking through a lens of critical race
theory, I attempt to interpret, and respond to the representations
of multiracial individuals within the advertisements. I proffer
possible interpretations of multiracial identity, social status,
and group relations. Using a methodology of content analysis, I
offer statistics of the total number of advertisements compared to
the number of multiracial advertisements within each 2006 edition
of Seventeen Magazine. Then I thoroughly interpret each
advertisement using three main categories: 10 Formal Elements, 2)
Social Status, and 3) Appearance.This thesis suggests that visual
culture is important to include within the arteducation classroom.
It also includes possible implications of utilizing the multiracial
imagery in the classroom to facilitate discussion on social issues
such as: racial relations, stereotypes, and identity.
Advisors/Committee Members: Tavin, Kevin (Advisor).

Hetrick, L. J. (2007). Representations of the Changing Face of the US: A Critical
Interpretation of Multiracial Advertisements in Seventeen
Magazine. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1392108905

Chicago Manual of Style (16th Edition):

Hetrick, Laura J. “Representations of the Changing Face of the US: A Critical
Interpretation of Multiracial Advertisements in Seventeen
Magazine.” 2007. Masters Thesis, The Ohio State University. Accessed February 22, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1392108905.

Hetrick LJ. Representations of the Changing Face of the US: A Critical
Interpretation of Multiracial Advertisements in Seventeen
Magazine. [Masters Thesis]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1392108905

▼ This study discusses findings from survey research
regarding Mid-Ohioan’s perceptions of Fair Trade. By examining
consumers’ perceptions and values of Fair Trade, advocates may more
effectively lead consumers to action. The study outlines literature
surrounding Fair Trade’s inception, history, growth, principles,
and context while discussing how theories on marketing and
advertising shape consumption. The main bodies of literature for
consumer behavior, marketing and advertising revolve around authors
such as Rogers, Brown and Engel, Blackwell and Miniard.After
reviewing survey data graphs and tables, including frequency
charts, one¬-way ANOVA boxplots, and Pearson chi-square tests,
regarding public perceptions of Fair Trade, an analysis found two
significant factors: location and ethnicity. These significant
factors offer insight but need to be considered in light of
socioeconomic conditions of respondents. Thus, the analysis
considers the appearance of respondent’s answers and not their
motivations.The results of this study affirm variables of
significance, but do not offer concrete conclusions other than to
say the majority of respondents appear to be in favor of Fair
Trade. These respondents seem more affluent, shopping in retail
outlets and communities associated with those having higher
education and income levels. This study establishes some insight
useful for consumers, producers and Fair Trade organizations,
suggesting remedies for persistent perceptual problems, while
gesturing towards developing educational programs and inculcating
potential consumers into the underlying values and principles of
Fair Trade.
Advisors/Committee Members: Sanders, James (Advisor).

► This dissertation investigates ways to increase city competitiveness through artsand culture from a network perspective. Along with the rise of the knowledge economy,cities face competition…
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▼ This dissertation investigates ways to increase city
competitiveness through artsand culture from a network perspective.
Along with the rise of the knowledge economy,cities face
competition to achieve a better position for attracting and
retaining talentedprofessionals, called the creative class. Since
the creative class tends to move in placesknown as thriving arts
scenes, entertainment opportunities, and open environment, artsand
culture have become a significant policy issue. In this context,
this dissertationproposes that in order to increase city
competitiveness, a city needs to create a favorableenvironment that
can improve cultural capacity. Drawing on the literature
thatemphasizes networks in the production- and policy support
system as the key forinnovation capacity, this dissertation
suggests that networks among actors who areinvolved in arts and
culture can enhance the cultural capacity of a city. By
usingconcepts and techniques of Social Network Analysis, this
dissertation provides atheoretical and methodological framework
that assesses the cultural capacity of a city. Apreliminary
explanatory case study of networks among actors in the cultural
ecosystem inColumbus, Ohio is provided.
Advisors/Committee Members: Wyszomirski, Margaret (Advisor).

Lee, M. (2009). Weaving a Web for Cultural Capacity: A Network Analysis of
the Cultural Ecosystem in Columbus, Ohio. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1238007351

Chicago Manual of Style (16th Edition):

Lee, Minha. “Weaving a Web for Cultural Capacity: A Network Analysis of
the Cultural Ecosystem in Columbus, Ohio.” 2009. Doctoral Dissertation, The Ohio State University. Accessed February 22, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1238007351.

Lee M. Weaving a Web for Cultural Capacity: A Network Analysis of
the Cultural Ecosystem in Columbus, Ohio. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1238007351

University of Georgia

17.
Vaughan, Frances Ann.
Piggies and portraits competing at the county fair: an ethnographic case study of student art competitions.

▼ This ethnographic case study examines the experiences of K-12 art educators who participate in student art competitions. The local County Fair art competition provides a context for revealing the motivations for participation, influences on teaching, and value placed on competition results. In-depth, qualitative interviews and a document analysis of competition materials received by teachers were used to inform this research. Additional data was provided through interviews with two students whose artwork was submitted into the competition and the County Fair art competition judge. Data revealed the tensions felt by art educators between their personal arteducation philosophies and the importance placed on these contests as an assessment of their teaching and art programs. The prestige and recognition received by teachers for their students’ winning works resulted in its existence as a form of symbolic capital (Bourdieu, 2011) within educator communities. These insights provide new understandings into a rarely examined phenomenon, despite its ongoing presence in the field of arteducation.
Advisors/Committee Members: Carissa DiCindio.

Vaughan, F. A. (2016). Piggies and portraits competing at the county fair: an ethnographic case study of student art competitions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/vaughan_frances_a_201605_phd

Chicago Manual of Style (16th Edition):

Vaughan, Frances Ann. “Piggies and portraits competing at the county fair: an ethnographic case study of student art competitions.” 2016. Doctoral Dissertation, University of Georgia. Accessed February 22, 2019.
http://purl.galileo.usg.edu/uga_etd/vaughan_frances_a_201605_phd.

Vaughan FA. Piggies and portraits competing at the county fair: an ethnographic case study of student art competitions. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/vaughan_frances_a_201605_phd

► This is a quantitative non-random experimental study involving two ceramics classes in a California public high school. One class will be the control group…
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▼ This is a quantitative non-random experimental study involving two ceramics classes in a California public high school. One class will be the control group of the study while the other will be the experimental group. The control group will be taught in a traditional unit of ceramics instruction (TUCI), while the experimental group will be taught in a critical pedagogy unit of ceramics instruction (CPUCI). This experimental study rests on three hypotheses. Hypothesis 1, an experimental group of high school ceramics students exposed to a CPUCI whereby the students are active participants in the curriculum, are hypothesized to demonstrate a significant increase in their civic engagement between pretest and posttest, while in high school and in their intentions after graduating. Hypothesis 2, A control group of high school ceramics students exposed to a TUCI is predicted to demonstrate no significant shift in their civic engagement between pretest and posttest. Hypothesis 3, the experimental group of high school ceramics students taught with a CPUCI, are hypothesized to demonstrate a significant increase between pretest and posttest regarding their civic engagement in comparison to a control group of high school students taught with a TUCI.

► This study was an intergenerational inquiry into imaginative play practices and places. Using narrative inquiry, it explored the childhood imaginative play practices and places of…
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▼ This study was an intergenerational inquiry into imaginative play practices and places. Using narrative inquiry, it explored the childhood imaginative play practices and places of four families who resided in and around the suburbs of Melbourne, Australia. Each family had three generations who participated in the study; these included grandparents, parents, primary school children and pre-school children- a total of sixteen participants. Positioned within a qualitative, interpretative research paradigm, the narrative inquiry approach prompted participants’ subjective stories as socially constructed knowledge about their childhood experiences of imaginative play...

Moore, D. (2015). A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/538

Chicago Manual of Style (16th Edition):

Moore, Deborah. “A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places.” 2015. Doctoral Dissertation, Australian Catholic University. Accessed February 22, 2019.
https://researchbank.acu.edu.au/theses/538.

MLA Handbook (7th Edition):

Moore, Deborah. “A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places.” 2015. Web. 22 Feb 2019.

Vancouver:

Moore D. A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places. [Internet] [Doctoral dissertation]. Australian Catholic University; 2015. [cited 2019 Feb 22].
Available from: https://researchbank.acu.edu.au/theses/538.

Council of Science Editors:

Moore D. A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places. [Doctoral Dissertation]. Australian Catholic University; 2015. Available from: https://researchbank.acu.edu.au/theses/538

► This thesis is located in the areas of arts education, visual arts learning and society formation. The aims of the study were to undertake an…
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▼ This thesis is located in the areas of arts education, visual arts learning and society formation. The aims of the study were to undertake an analytical, empirical and conceptual study of the relationship between learning in the visual arts and contemporary society formation; to clarify the conceptual, policy, professional and practical issues relevant to the role of learning in the visual arts in stimulating learning and promoting contemporary society formation in a time of societal transition and change; and to generate theory and develop recommendations for theory, research, policy and practice. The study began with an examination of literature pertaining to the social, cultural and educational contexts of the study, with particular reference to Australia’s diversity, government policies relevant to culture and the arts, and to visual arts education and learning. This qualitative research study adopted an evolutionary epistemology and a meta-theoretical perspective based upon interpretivism. A Grounded Theory Method approach to data gathering and theory development was chosen. There were two distinct stages to the study. Data were gathered initially from teachers and secondary school students and then from a range of artists, senior arts administrators and visual arts educators. Two core categories were identified in the findings of the study. The first core category, Visual Arts Transformative Learning: Something Different and Significant, showed how learning in the visual arts can transform young people’s understanding of self, others and society and how learning in the visual arts itself can be transformed as a mode of learning. Such a transformative and transformed mode of learning can provide something different and significant both in stimulating learning and in contributing to society formation in a time of societal transition and change. The second core category, Re-Imagining Contemporary Society: The Distinctiveness of a Visual Arts Practice, based on data gathered from senior arts advocates, confirmed the relationship between visual arts learning and contemporary society formation, in particular the distinctive manner and form in which a visual arts practice might enable contemporary society to be re-imagined. The emergence of the substantive theory generated in this study, and the manner in which it addresses the central question of the nature of the relationship between learning in the visual arts and contemporary society, was assisted by reference to the metaphor of the loom, the warp and the weft, derived from the craft of weaving. From the examination of the findings, the substantive theory and the analysis of the relationship between the theory and the practice (practical wisdom) generated in this thesis, recommendations were put forward for the advancement of theory, research, policy and practice addressing a visual arts transformative learning practice and the aesthetic re-imagining of contemporary society.

This work explores the concept of empathy, what empathy is and why it is important in relation to the field of education. The idea of…
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This work explores the concept of empathy, what empathy is and why it is important in relation to the field of education. The idea of a compassionate empathy, in which one moves from understanding to deeply caring, is examined as an essential component of creating a more just world. The ability to empathize is based on recognition and identification with another's feelings, beliefs or experience. In order to develop this type of compassionate knowing, it is important that a strong imagination be present. Simply put, without imagination empathy cannot exist. As with compassionate empathy, so too does the imagination need to be centered around care. Education can play a vital role in helping to foster a moral imagination. In this context, both the arts and media are explored as specific examples of tools for nurturing this type of imagination and empathy.

A qualitative study of a special-needs class: how attention to aesthetic considerations informs learning and individual growth. This thesis describes a qualitative study of how…
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A qualitative study of a special-needs class: how attention to aesthetic considerations informs learning and individual growth. This thesis describes a qualitative study of how attention to aesthetic considerations informs learning and individual growth in a special-needs class. The study is intended to provide an understanding of the evolving classroom environment and its influences on the individual students and myself as the teacher. The research context was a junior high school special-needs class (B111) of eleven students, one teacher and an attendant. Art-based educational research methods were used to conduct and analyze the data. Literature on aesthetics, meaning making and learning are discussed and connected to the documented comments, opinions and art works of the participants. The question whether or not a sense of belonging, if fostered through attention to aesthetic considerations, could motivate students to come to class and respect school grounds and property is addressed in the research. This qualitative study illustrates that getting to know the student population and the nature of the class and school is a crucial factor amongst others that contribute towards a healthy learning environment. This can be inspiring to administrators, educators, interior designers and architects when considering the factors involved in designing, building or organizing a school or classroom.

This paper offers a critical analysis of instrumentalist views of art in education, and considers how these views may serve to undermine art learning experiences.…
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This paper offers a critical analysis of instrumentalist views of art in education, and considers how these views may serve to undermine art learning experiences. It provides an overview of research by contemporary theorists such as Elliot Eisner, who suggests that instrumentalist views of art are unsupported and often misinterpreted. This thesis explores an alternative view of art, grounded in contemporary aesthetic theory by selected leading theorists such as Maxine Greene, John Dewey, Monroe Beardsley and others. The work of contemporary abstract painter Mark Rothko offers a way of contextualizing these theories. Finally, this paper provides a presentation of the author‟s artwork within a self-cultural analysis framework. This contemporary approach to auto-ethnographical inquiry aims to provide an in-depth view of what art can do, with the goal of providing the impetus to contributing to an evolving dialogue on the function of art within the academic apparatus.

St Georges, D. (2010). Art in practice: in search of an evolution of the role of art within an educational framework. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile86923.pdf

Chicago Manual of Style (16th Edition):

St Georges, Darlene. “Art in practice: in search of an evolution of the role of art within an educational framework.” 2010. Masters Thesis, McGill University. Accessed February 22, 2019.
http://digitool.library.mcgill.ca/thesisfile86923.pdf.

MLA Handbook (7th Edition):

St Georges, Darlene. “Art in practice: in search of an evolution of the role of art within an educational framework.” 2010. Web. 22 Feb 2019.

Vancouver:

St Georges D. Art in practice: in search of an evolution of the role of art within an educational framework. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Feb 22].
Available from: http://digitool.library.mcgill.ca/thesisfile86923.pdf.

Council of Science Editors:

St Georges D. Art in practice: in search of an evolution of the role of art within an educational framework. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile86923.pdf

The George Washington University

24.
Greene, Judybeth.
Recognizing the "Muchness" in ArtEducation| a Historical Analysis of Developments in Education and ArtEducation Since the 1950s and the Finding Your Muchness Photoshop Curriculum.

► Today’s art educators are pressed to demonstrate the worth of their classes in a competitive educational market where finances are limited, STEM fields are…
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▼ Today’s art educators are pressed to demonstrate the worth of their classes in a competitive educational market where finances are limited, STEM fields are highly valued and schools must demonstrate advances on standardized tests. This thesis includes a historical review of trends in education in general, and arteducation in specific, since the 1950s when John Dewey’s progressive education theories were most influential. This in-depth overview provides a context for the challenges art educators face today as well as providing potential solutions to those challenges. In Tim Burton’s 2010 movie adaptation of <i>Alice in Wonderland,</i> the Mad Hatter challenged Alice to recover the “muchness” she had lost. Using contemporary language and scholarship, this thesis articulates a basis for recovering the muchness in arteducation. The thesis includes an innovative eighteen-lesson curriculum plan designed to help high school students find their “muchness” which exploring Photoshop. This program values diversity and highlights the work of artists who share heritage, race or history with the students, and incorporates cross curricular language and communication goals and includes development of Studio Habits of Mind (Hetland, Winner, Veenema, 2007) and 21st Century skills (Jenkins, 2009) using the Principles of Possibility (Gude, 2004). This dynamic curriculum supports the author’s contention that arteducation is and can be “much more muchier” than it is given credit.

Greene, J. (2017). Recognizing the "Muchness" in Art Education| a Historical Analysis of Developments in Education and Art Education Since the 1950s and the Finding Your Muchness Photoshop Curriculum. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10681597

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Greene, Judybeth. “Recognizing the "Muchness" in Art Education| a Historical Analysis of Developments in Education and Art Education Since the 1950s and the Finding Your Muchness Photoshop Curriculum.” 2017. Thesis, The George Washington University. Accessed February 22, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=10681597.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Greene, Judybeth. “Recognizing the "Muchness" in Art Education| a Historical Analysis of Developments in Education and Art Education Since the 1950s and the Finding Your Muchness Photoshop Curriculum.” 2017. Web. 22 Feb 2019.

Vancouver:

Greene J. Recognizing the "Muchness" in Art Education| a Historical Analysis of Developments in Education and Art Education Since the 1950s and the Finding Your Muchness Photoshop Curriculum. [Internet] [Thesis]. The George Washington University; 2017. [cited 2019 Feb 22].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10681597.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greene J. Recognizing the "Muchness" in Art Education| a Historical Analysis of Developments in Education and Art Education Since the 1950s and the Finding Your Muchness Photoshop Curriculum. [Thesis]. The George Washington University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10681597

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

25.
Dray, Elissa.
The use of technology to display student artwork online.

► This thesis was constructed to investigate the topic of displaying student artwork and projects in the online realm of art galleries. A research study was…
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▼ This thesis was constructed to investigate the topic of displaying student artwork and projects in the online realm of art galleries. A research study was conducted questioning participants about their previous encounters with online art galleries and displaying student work. These participants were educators from various fields of study that created art related projects with their students. Participants were then introduced to the online art gallery, Artsonia and photographing student art. Benefits from joining Artsonia included parental contact, promotion of school art programs, possible fundraising opportunities, free lesson plan ideas, and increased student participation. Participants were also given the opportunity to explore the website on their own in pursuit of knowledge they found useful to their field of study. At the conclusion of the workshop participants were questioned about their experiences and what they found useful in the activity. This information was analyzed to find common links concerning displaying projects both traditionally and online. Participants in the research workshop noted that the website, Artsonia, was easy to navigate and thought the features were a useful teacher aid. Results from the workshop and readings found that educators felt it important to display work for student self-esteem and psychological development but have had difficulties with traditional display methods. Educators and scholars additionally thought it important to display student art as a technique for advocating art into an educational setting.
Advisors/Committee Members: Victoria J. Fergus, Ronald Aman, Robert Bridges.

► This study examines the characteristic elements and possible educational benefits of spontaneity and improvisation in visual arteducation. The research draws from current practices and…
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▼ This study examines the characteristic elements and possible educational benefits of spontaneity and improvisation in visual arteducation. The research draws from current practices and philosophies in music and drama education with the aim of developing collaboration, communication, problem solving, and creative and innovative thinking skills in students through the experience of making and appreciating art involving activities that encourage spontaneous decision making. Visual Thinking Strategies and the six continua for assessing thinking serve as the tools with which to investigate the effect of these activities on interpretive narratives of 40 fourth grade students in a public school setting.
Advisors/Committee Members: Victoria J. Fergus, Jerry McGonigle, Kristina Olson.

▼ This study reports the stories of ten K–12 studio teachers, ten artist teachers at the higher education level, and twelve practicing artists from the mid-Atlantic and New England states as a means to describe the ways in which each person has been inspired to arrange and structure his or her work to gain joy, pleasure, and purpose from studio teaching and/or plein air landscape painting. Researchers, including Getzels and Csikszentmihalyi (1966; 1968a; 1968b; 1975) have studied creativity in artists, art students, and high achievers across various disciplines. Yet, a vital underpinning about the motivation to engage in artistic practice remains to be defined; hence the research question: What factors may impact sources of artistic inspiration? The significance of the problem, rooted in both the personal and professional interest of the researcher, was to consider factors that shape the training and practices of art teachers and artists who paint directly from the landscape and who shared the belief that observational and perceptive skills provide a foundation for artists who work figuratively or in a realistic tradition. The intent was neither to develop nor refine an existing theory. The study began with a proposed conceptual framework that was applied while interviewing the participants using an a priori protocol adapted from Csikszentmihalyi’s (1996) study of creativity. While the use of predetermined protocols of questions often helps researchers to distinguish respondents’ participation in the interview from any information that is contributed by the interviewer, the presence of an a priori conceptual framework and/or an a priori questioning protocol, may bias answers in predetermined directions. Nonetheless, descriptive responses from the interviews, as well as information gathered from ancillary or enrichment conversations, were also examined for patterns of comparative alignment and contrast. Findings from this research illustrate how and why the artist is interested in the work for its own sake rather than trying to prove a theory or make a name. Though both of these goals may be of interest, results indicate that the artist subjugates them to the discovery and invention of meaningful and personal imagery.

► The Nobel Prize, arguably the most prestigious acknowledgement of ethical achievement, was established by Alfred Nobel to honor those who have performed “to the greatest…
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▼ The Nobel Prize, arguably the most prestigious acknowledgement of ethical achievement, was established by Alfred Nobel to honor those who have performed “to the greatest benefit of mankind” (Nobel, 2018). Despite the many categories for which Nobel laureates are recognized, there is no category that specifically recognizes the visual artist. In addition, many other direct and indirect measures of individual ethical achievement, such as Gallup’s annual most admired man and woman poll, rarely mention artists. This lack raises an important question: Do contributions to the visual arts fall outside the realm of ethics, thus rendering visual artists ineligible to stand as models of the ethical life?
This dissertation aims to cultivate an understanding of the visual artist as a type of ethical exemplar known as the “restored beautiful soul,” a theoretical construct proposed here for the first time in the Masi Model of the Artist as Restored Beautiful Soul (MMARBS). This construct combines the kalos kagathos ideal of the “beautiful soul,” which originated in ancient Greece as the fusion of the beautiful and the good and was revived by Enlightenment philosophers, with a restorative additional element of the communal. Using this new theoretical construct, this investigation analyzes the lives, practices, and influences of six prominent late-nineteenth- and twentieth-century visual artists: Wassily Kandinsky, Käthe Kollwitz, Jacob Lawrence, Mark Rothko, Vincent van Gogh, and Remedios Varo.
This investigation is not simply a theoretical foray into the construct of the ethical artist, however; it is also a practical contribution to the field of arts education. Currently, arts schools and art programs at institutions of higher learning offer little guidance to help aspiring young artists ground their lives and work in a comprehensive system of personal and professional ethics. To remedy this deficiency, arts educators can incorporate the case examples from this investigation into their own curricula, and, more important still, apply the MMARBS construct to other historical and contemporary artists. Thus, using this new construct, arts educators can develop one-of-a-kind curricula tailored to the needs of specific students, providing those students with role models to demonstrate what it means to maintain a sense of integrity with respect to one’s work, one’s viewers, and one’s community over a career spanning a lifetime.
Advisors/Committee Members: Coleman, Hardin L.K. (advisor).

► This study examines the South Side Community Art Center in Chicago, its history, educational mission, and the ways in which its collection of primarily…
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▼ This study examines the South Side Community Art Center in Chicago, its history, educational mission, and the ways in which its collection of primarily African American art can be used as an arteducation resource. The data collection for this qualitative case study included questionnaires focusing on the collection and the Center’s history and mission, in-depth interviews with three Center administrators and one visual artist, informal personal communication, and observational notes. All data was examined using content analysis. Respondents indications concluded that the mission and goals of the Center grew out of its WPA beginnings and was primarily to support the artists and to educate the community about the value of African American art; that the Center’s education mission revolved around its educational programming; that the art collection had been used in the past to teach about the Black Power Movement and makes references to important events in history; and that the Center’s relationship to the community was multi-faceted and included outreach to local schools in after-school art programs. The center’s art collection, because of the themes inherent in many of the works, make important connections to key events in American history such as the WPA, WWII, the Great Depression and the Black migration that facilitates meaning making across the life span. The study’s results provided evidence of the South Side Community Art Center’s role as not only a repository for regional and national African American art and artists, but also as an educational hub for visual culture, art study and relevance for contemporary life themes.

Burrowes, A. J. (2015). The South Side Community Art Center| How Its Art Collection Can Be Used as an Education Resource. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1602513

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Burrowes, Adjoa J. “The South Side Community Art Center| How Its Art Collection Can Be Used as an Education Resource.” 2015. Thesis, The George Washington University. Accessed February 22, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=1602513.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Burrowes, Adjoa J. “The South Side Community Art Center| How Its Art Collection Can Be Used as an Education Resource.” 2015. Web. 22 Feb 2019.

Vancouver:

Burrowes AJ. The South Side Community Art Center| How Its Art Collection Can Be Used as an Education Resource. [Internet] [Thesis]. The George Washington University; 2015. [cited 2019 Feb 22].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1602513.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Burrowes AJ. The South Side Community Art Center| How Its Art Collection Can Be Used as an Education Resource. [Thesis]. The George Washington University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1602513

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► This text documents the need for a comprehensive narrative of adolescent art (ages 11–21) and includes analysis of past and present literature, Internet and…
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▼ This text documents the need for a comprehensive narrative of adolescent art (ages 11–21) and includes analysis of past and present literature, Internet and video resources that currently document youth art. Through surveys and interviews past and present youth artists tell their story followed by analysis of characteristics, methods, materials, inspirations, influences, perspectives, and stories of young art. The text explores implications for further study and practical application.